Abstract—This study reports on an empirical analysis of the
relationship between EFL learners’ motivation variables and
other variables of their uptake of computer-assisted language
learning (CALL) with the application of the Technology
Acceptance Model (TAM). Data were collected from 533 high
school students in southern Taiwan through a questionnaire
survey, and were analyzed through descriptive statistics and
structural equation modeling (SEM). The results of the
descriptive statistics revealed that participants were highly
satisfied with the use of CALL. According to the SEM results,
five of the eight proposed research hypotheses were supported:
extrinsic and intrinsic motivation were both found to
significantly affect perceived ease of use; however, the effect of
extrinsic motivation was negative. In contrast, neither of these
two motivation variables were significant to perceived
usefulness. Perceived ease of use had a significant influence on
perceived usefulness. Regarding how perceived ease of use and
perceived usefulness affected the participants’ attitude toward
CALL, perceived usefulness was significant, while perceived
ease of use was not. The participants’ attitude was further
discovered to significantly affect their satisfaction with CALL.
The SEM analysis also revealed that some indirect effects might
exist in the proposed model. The Sobel Test confirmed the roles
that perceived ease of use and perceived usefulness played as
mediators in the model.
Index Terms—Extrinsic motivation, intrinsic motivation, computer-assisted language learning, technology acceptance model, EFL learning.
Liwei Hsu is with the National Kaohsiung University of Hospitality and Tourism, Kaohsiung city, Taiwan (e-mail: firstname.lastname@example.org).
Cite: Liwei Hsu, "EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning," International Journal of Information and Education Technology vol. 7, no. 9, pp. 679-685, 2017.